About the Textbook

• Problem Solving and Problem Sets
  • DATA problems appear in each chapter. These typically context-rich data-based reasoning problems require students to use experimental evidence, presented in a tabular or graphical format, to formulate conclusions.
  • Passage Problems appear in each chapter and follow the format used in the MCAT exam. These problems require students to investigate multiple aspects of a real-life physical situation, typically biological in nature, as described in a reading passage.
  • REVISED! Bridging Problems help students move from single-concept worked examples to multi-concept problems in the end of chapter and are revised based on reviewer feedback, ensuring that they are effective and at the appropriate difficulty level.
• Visual Learning
  • Annotated equations appear in all key equations to help students make a connection between a conceptual and a mathematical understanding of physics.
  • REVISED! Annotated figures enable students to draw the connection from photos, illustrations, and diagrams to the text discussion.
• Data and Research-informed Pedagogy
  • Data Speaks sidebars, based on MasteringPhysics metadata, alert students to the statistically most common mistakes made when working problems on a given topic.
  • Looking back at … Essential past concepts are listed at the beginning of each chapter to let students know what they need to have mastered before digging into the current chapter.
  • Chapter-Opening Questions have been revised for clickers, so that instructors can easily initiate a classroom discussion. Most of the clicker questions have been written by Roger Freedman.

MasteringPhysics® is not included. Students, if MasteringPhysics is a recommended/mandatory component of the course, please ask your instructor for the correct ISBN. Mastering## should only be purchased when required by an instructor. Instructors, contact your Pearson representative for more information.

MasteringPhysics is an online homework, tutorial, and assessment program designed to work with this text to engage students and improve results. Interactive, self-paced tutorials provide individualized coaching to help students stay on track. With a wide range of activities available, students can actively learn, understand, and retain even the most difficult concepts.

Before Class:

• NEW! Interactive Pre-lecture videos address the rapidly growing movement toward pre-lecture teaching and flipped classrooms. These videos provide an introduction to key topics with embedded assessment to help students prepare before lecture and to help professors identify student misconceptions.

During Class:

• Learning Catalytics™ is an interactive, classroom tool that uses students’ smartphones, tablets, or laptops to engage them in more sophisticated tasks and thinking. Now included with Mastering with eText, Learning Catalytics enables you to generate classroom discussion, guide your lecture, and promote peer-to-peer learning with real-time analytics. Instructors, you can:
  • Pose a variety of open-ended questions that help your students develop critical thinking skills
  • Monitor responses to find out where students are struggling
  • Use real-time data to adjust your instructional strategy and try other ways of engaging your students during class
  • Manage student interactions by automatically grouping students for discussion, teamwork, and peer-to-peer learning

After Class:

• Adaptive Follow-Ups are personalized ass

Roger A. Freedman is a Lecturer in Physics at the University of California, Santa Barbara. He was an undergraduate at the University of California campuses in San Diego and Los Angeles and did his doctoral research in nuclear theory at Stanford University under the direction of Professor J. Dirk Walecka. Dr. Freedman came to UCSB in 1981 after three years of teaching and doing research at the University of Washington.

At UCSB, Dr. Freedman has taught in both the Department of Physics and the College of Creative Studies, a branch of the university intended for highly gifted and motivated undergraduates. He has published research in nuclear physics, elementary particle physics, and laser physics. In recent years, he has worked to make physics lectures a more interactive experience through the use of classroom response systems and pre-lecture videos.

IN MEMORIAM: HUGH YOUNG (1930—2013)

Hugh D. Young was Emeritus Professor of Physics at Carnegie Mellon University. He earned both his undergraduate and graduate degrees from that university. He earned his Ph.D. in fundamental particle theory under the direction of the late Richard Cutkosky. He joined the faculty of Carnegie Mellon in 1956 and retired in 2004. He also had two visiting professorships at the University of California, Berkeley.

Dr. Young’s career was centered entirely on undergraduate education. He wrote several undergraduate-level textbooks, and in 1973 he became a coauthor with Francis Sears and Mark Zemansky for their well-known introductory textbooks. In addition to his role on Sears and Zemansky’s University Physics, he was the author of Sears and Zemansky’s College Physics,  Dr. Young earned a bachelor’s degree in organ performance from Carnegie Mellon in 1972 and spent several years as Associate Organist at St. Paul’s Cathedral in Pittsburgh.